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ERIC Number: EJ949663
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-0260-2938
Does Assessment for Learning Make a Difference? The Development of a Questionnaire to Explore the Student Response
Mcdowell, Liz; Wakelin, Delia; Montgomery, Catherine; King, Sara
Assessment & Evaluation in Higher Education, v36 n7 p749-765 2011
Assessment for learning is a widely used term and the concept forms the basis of many teaching innovations in higher education. However, the definitions and scope of assessment for learning vary considerably. We describe a conceptualisation of assessment for learning that encompasses current thinking in a holistic way and which has been trialled and extensively refined in practice. A student questionnaire is presented which has enabled us to explore the student experience. Results indicate that the overall student experience is more positive in modules where assessment for learning approaches are used and students are more likely to take a deep approach to learning. It also demonstrates that the student experience is centred on staff support and module design, feedback, active engagement and peer learning. The full questionnaire is made available and its wider use in evaluation, enhancement and research is encouraged. (Contains 9 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Newcastle upon Tyne)